Information Communication Technology Penetration and its Impact on Education: Lessons of Experience from Selected African Countries of Ghana, Kenya and Rwanda

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dc.contributor.authorOrodho, John Aluko
dc.contributor.authorOgeta O. Norbert
dc.contributor.authorAmpofo, Samuel Yaw
dc.contributor.authorBizimana, Benjamin
dc.contributor.authorMbuthi, John
dc.contributor.authorNdayambaje, Irenee
dc.date.accessioned2015-03-10T08:38:25Z
dc.date.available2015-03-10T08:38:25Z
dc.date.issued2014
dc.description.abstractThe study examined the extent of penetration of Computer and Internet as Information Communication Technology (ICT) tools and their potential positive impact on educational institutions, individuals and societies at large. The study employed a mixed methods approach involving quantitative and qualitative approaches using secondary and primary data sources. The study was premised on the social cultural theory propounded by Vygotsky in the early 20th century which emphasizes the role of the society and interaction in learning and development process. This study focused on lessons of experience regarding the extent ICT has transformed education in Ghana, Kenya and Rwanda. The study largely relied on secondary data available mainly in official websites, published documents like articles in journals and unpublished documents as well as primary data from interviews with leading educationists, researchers and policy makers in the Eastern African Region. The findings in the three countries show the existence of political awareness and will to make ICT a transformative and economic tool. Practically on the ground, educational institutions and their stakeholders have already embraced ICT and their actions are portrayed in the progressive efforts to avail required basic ICT infrastructure and future roadmaps of the targets to hit. It was also noted that Rwanda is taking the lead in the achievements in ICT. It was also evident that the three countries were experiencing nearly identical challenges ranging from inadequate funding to put in place appropriate tools and infrastructure and low level of ownership and sustainability of ICT projects. The study recommended the punctual monitoring and evaluation of ICT projects; follow up and enforcement of policies and resolutions, synergize all educational stakeholders’ efforts and expertise together as some of the coping strategies with the highlighted barriers. Invariably, countries should learn from one another in terms of achievement made and challenges to be overcomeen_US
dc.identifier.citationJournal of Information Engineering and Applications Vol.4, No.11, 2014en_US
dc.identifier.issn2224-5782
dc.identifier.issn2225-0506
dc.identifier.urihttp://iiste.org/Journals/index.php/JIEA/article/view/17336/17535
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12353
dc.language.isoenen_US
dc.publisherwww.iiste.orgen_US
dc.subjectInformation Communication Technology (ICT)en_US
dc.subjectICT penetrationen_US
dc.subjectICT in educationen_US
dc.subjectICT impacten_US
dc.subjectGhanaen_US
dc.subjectKenyaen_US
dc.subjectRwandaen_US
dc.titleInformation Communication Technology Penetration and its Impact on Education: Lessons of Experience from Selected African Countries of Ghana, Kenya and Rwandaen_US
dc.typeArticleen_US
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